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Abstract

The purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender, and socio-economic status. The study used an independent-samples t-test, a repeated measures ANOVA, and a factorial ANCOVA to answer four research questions in order to achieve the purpose stated above. An analysis of the results revealed that the first year of one-to-one initiatives had a slightly negative effect on elementary school students, a small but positive effect on middle school students, and no effect on high school students. Further, the study found that students did not score statistically significantly different after one year of one-to-one digital instruction than they had the previous year.

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